NURC 2014 – New Paradigms in Arts and Humanities Education

Fourth and final session of the National Undergraduate Research Conference 2014, held in MCPH on January 26th and 27th.


Akhil Veetil

Introducing Philosophy as a Compulsory Course
in Secondary School

The problems associated with secondary education has multiple options as possible solutions, however this paper would focus on how philosophy as a compulsory course in secondary education would essentially provide a particular set of skills essential in order to critically think. Specifically, the skills are that of looking at biases and prejudices as well as looking at methods of explanation, such as classification and analogies that may have its own flaws. Theory of knowledge in the International Baccalaureate system is also shown as a successful form of education with philosophy and hence there is a proposal that perhaps this ability to critically think is needed in order to bring resistance to the current education system.



Ishani Debroy

Alternate Education in India:
An Analysis of SECMOL and Swaraj

The education system in India, as elsewhere, consists of a dominant model of teaching that majority of the schools subscribe to. As a reaction to this, there exists a counter culture that has alternate methods of educating. This philosophy can be traced to seminal educational thinkers like Paulo Freire and Bertrand Russell. This paper aims to analyze two institutions of the counter culture in India, SECMOL and Swaraj University, in comparison with these theories. It also hopes to understand the nature and existence of alternate education in India.



Bindu Subramaniam

Presenting Indian Classical Music to Children

There are many recognized benefits to teaching young children music. In India however, most young children are not exposed to classical music because it is believed that learning and appreciating it require a certain seriousness that comes with age. The new generation of children are exposed to so many stimuli that music education must be presented in a dynamic and interesting way to maintain a child’s interest. Non-traditional, hands-on teaching methods can be used to instill in children as young as three, a love for classical music and to maintain a high level of musical education.


Q&A Session



Pranav Dange

Humanities Begins where Technology Ends

The role of Arts and Humanities lie essentially where technology takes backstage – the erosion of values. Why do investigators of crime – be it terrorism, anti-women, treason or cyber-crimes – always find highly educated youth, especially professional graduates, at the end of the noose? The issue has been projected as one of national priority in the National Educational Policy. Research into the human experience adds to our knowledge about our world. Through the work of humanities scholars, we learn about the values of different cultures, about what goes into making a work of art, about how history is made. Their efforts preserve the great accomplishments of the past, help us understand the world we live in, and give us tools to imagine the future in a better way.



Samiksha Sivan

Over-involved Parenting: A Teenage Dilemma?

Some children raised in dramatically different environments can later grow up to have remarkably similar personalities. Conversely, children who share a home and are raised in the same environment can grow up to have astonishingly different personalities than one another. On the basis of these findings, the current research focuses on studying over-involvement of parents and its effects on children. Findings are based on a survey conducted among parents in the age-group of 30-50 years and interviews with parents and children. Three important concepts regarding parenting have been identified – disciplinary strategies, self-disclosure and transparency. The data computed shows that over-involved parenting is not appreciated by adolescents in the 21st century.



Anishaa Tavag

An Attempt at Integrating Representational and Material Analysis

The rapid growth of cultural studies in India is testimony to its significance within academics as well as in politics. The challenges in maintaining the local relevance of cultural studies programmes while simultaneously directing their national growth entail defining new paradigms in teaching, learning and research. Following models based entirely on popular culture, media or literary analysis will prove ineffective and limit the scope of cultural studies to only a small number of academic disciplines. This paper suggests a form of analysis that can span across disciplines while still maintaining the necessary tension between theory and politics.


Q&A Session




3 responses to “NURC 2014 – New Paradigms in Arts and Humanities Education

  1. Pingback: National Undergraduate Research Conference 2014 | Barefoot Philosophers·

  2. Hi there,

    These audio files are not playing. It says connecting… and sometimes File not found. Could you please fix this.



    • Hi Kavitha,

      I have checked all of the audios on the page you mentioned. They all work on my end. The loading may be slow, however, especially if you are loading several audios at once (when you pause one audio, it continues to load).



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